Reflexão crítica autoral e a busca pela construção de uma prática pedagógica na área de geografia
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Data
2020-11-27
Autores
Biazotto, Rodolfo Ferreira [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Nesta dissertação de mestrado, busquei trabalhar o tema de desenvolvimento profissional docente e a importância da reflexão sobre as práticas docentes para atingir tal desenvolvimento. A reflexividade docente é um processo fundamental para o desenvolvimento pessoal, profissional e deve ser estimulado pelas instituições de ensino. Os objetivos deste estudo são: 1. Realizar uma reflexão crítica sobre minhas práticas docentes em dois ambientes institucionais distintos; 2. Contribuir para os estudos de desenvolvimento profissional docentes; 3. Entender como tal reflexão ressignificou minha prática pedagógica como professor de geografia. Para isso, esse estudo, de natureza qualitativa, utiliza como instrumento metodológico os registros escritos por mim ao longo de um ano lecionando para duas diferentes turmas, em duas diferentes escolas particulares do interior do Estado de São Paulo. Foram analisados relatos de minha prática docente que abordam os mais temas: Autonomia em sala de aula; Troca de experiência entre professores; Desinteresse dos alunos; Conselho de classe; Avaliação de desempenho docente. Para analisá-los fundamentei-me no paradigma indiciário (GINZBURG, 1989). Os dados foram organizados em inventários (PRADO e MORAIS, 2011) que me permitiram direcionar o olhar para a análise dos registros e compreender como se deu meu desenvolvimento profissional docente ao longo deste estudo. Após todos os registros coletados e inventariados, foram selecionados nove relatos, sobre os cinco temas acima mencionados, para serem analisados. Busquei assim, por meio deste, perceber um caminho para o desenvolvimento profissional docente. Acredito que o trabalho pode contribuir para o desenvolvimento de um profissional mais reflexivo e preocupado com a qualidade de sua prática docente. Acredito também que, para pensar o desenvolvimento deste profissional, a participação das instituições de ensino onde estes atuam é algo fundamental. Dessa maneira, este estudo contribui também para se pensar o papel formador das escolas.
In this master's dissertation, I sought to work on the theme of teacher professional development and the importance of reflection on teaching practices to achieve such development. Teacher reflexivity is a fundamental process for personal and professional development and should be encouraged by educational institutions. The objectives of this study are: 1. To carry out a critical reflection on my teaching practices in two different institutional environments; 2. Contribute to teachers' professional development studies; 3. Understanding how this reflection has re- signified my pedagogical practice as a geography teacher. For this, this study, of qualitative nature, uses as a methodological instrument the records written by me over a year teaching for two different classes, in two different private schools in the interior of the State of São Paulo. Reports of my teaching practice that address the most themes were analyzed: Autonomy in the classroom; Exchange of experience between teachers; Student disinterest; Class council; Evaluation of teaching performance. In order to analyze them, I used the indicative paradigm (GINZBURG, 1989). The data were organized in inventories (PRADO and MORAIS, 2011) that allowed me to focus my attention on the analysis of the records and understand how my professional teaching development took place during this study. After all the collected and inventoried records, nine reports were selected, on the five themes mentioned above, to be analyzed. Thus, I sought, through this, to perceive a path for the professional development of teachers. I believe that work can contribute to the development of a more reflective professional and concerned with the quality of his teaching practice. I also believe that, in order to think about the development of this professional, the participation of educational institutions where they work is fundamental. In this way, this study also contributes to thinking about the formative role of schools.
In this master's dissertation, I sought to work on the theme of teacher professional development and the importance of reflection on teaching practices to achieve such development. Teacher reflexivity is a fundamental process for personal and professional development and should be encouraged by educational institutions. The objectives of this study are: 1. To carry out a critical reflection on my teaching practices in two different institutional environments; 2. Contribute to teachers' professional development studies; 3. Understanding how this reflection has re- signified my pedagogical practice as a geography teacher. For this, this study, of qualitative nature, uses as a methodological instrument the records written by me over a year teaching for two different classes, in two different private schools in the interior of the State of São Paulo. Reports of my teaching practice that address the most themes were analyzed: Autonomy in the classroom; Exchange of experience between teachers; Student disinterest; Class council; Evaluation of teaching performance. In order to analyze them, I used the indicative paradigm (GINZBURG, 1989). The data were organized in inventories (PRADO and MORAIS, 2011) that allowed me to focus my attention on the analysis of the records and understand how my professional teaching development took place during this study. After all the collected and inventoried records, nine reports were selected, on the five themes mentioned above, to be analyzed. Thus, I sought, through this, to perceive a path for the professional development of teachers. I believe that work can contribute to the development of a more reflective professional and concerned with the quality of his teaching practice. I also believe that, in order to think about the development of this professional, the participation of educational institutions where they work is fundamental. In this way, this study also contributes to thinking about the formative role of schools.
Descrição
Palavras-chave
Desenvolvimento, Profissional, Docente, Práticas, Relato, Inventário, Development, Professional, Teacher, Practices, Report, Inventory